Search Results (7)

Despite extensive research on aneurysm treatment and neurocritical care, aneurysmal subarachnoid hemorrhage (SAH) is still a life-threatening disease, often leaving survivors with lasting neurological and cognitive impairments. Early brain injury (EBI) and delayed cerebral ischemia (DCI) are the main contributors to brain damage, with neuroinflammation being a critical shared pathophysiological process. While numerous inflammatory markers and their temporal profiles in cerebrospinal fluid (CSF) have already been identified, comparisons with age- and sex-matched controls are limited. This study analyzed CSF from 17 SAH patients requiring an external ventricular drain (EVD) due to symptomatic hydrocephalus, sampled on days 4 and 10 post-ictus. An age- and sex-matched control group included 17 cerebrovascularly healthy patients requiring lumbar drains during aortic surgery. Chemokines and cytokines were quantified using immunoassays. Significantly elevated markers in SAH patients across both time points included MCP-1, CXCL-13, Eotaxin-1, CXCL-10, IL-8, and MIF. MIP-1α and MIP-1β showed significant differences at particular time points, indicating a distinct temporal profile for each parameter. These findings highlight neuroinflammation’s key role in intracranial and systemic pathophysiology following SAH, emphasizing its complexity and individual variability. Knowing demographic factors impact the specific manifestations of pathophysiological processes, the comparison with an age- and sex-matched control group is meaningful. Full article

Retinitis pigmentosa (RP) is an inherited retinal disease (IRD) with an overall prevalence of 1 in 4000 individuals. Mutations in EYS (Eyes shut homolog) are among the most frequent causes of non-syndromic autosomal recessively inherited RP and act via a loss-of-function mechanism. In light of the recent successes for other IRDs, we investigated the therapeutic potential of exon skipping for EYS-associated RP. CRISPR/Cas9 was employed to generate zebrafish from which the region encompassing the orthologous exons 37-41 of human EYS (eys exons 40-44) was excised from the genome. The excision of these exons was predicted to maintain the open reading frame and to result in the removal of exactly one Laminin G and two EGF domains. Although the eys^Δexon40-44 transcript was found at levels comparable to wild-type eys, and no unwanted off-target modifications were identified within the eys coding sequence after single-molecule sequencing, Eys^Δexon40-44 protein expression could not be detected. Visual motor response experiments revealed that eys^Δexon40-44 larvae were visually impaired and histological analysis revealed a progressive degeneration of the retinal outer nuclear layer in these zebrafish. Altogether, the data obtained in our zebrafish model currently provide no indications for the skipping of EYS exons 37-41 as an effective future treatment strategy for EYS-associated RP. Full article

Influence diagrams, derived from the mystery method as its learning output, represent an externalization of systems thinking and are, therefore, valid to research; so far they have not been conceptualized in the research literature for teaching systems thinking in education for sustainable development. In this study, 31 of those diagrams are confronted with (1) three different expert references, in (2) two different ways, by (3) three different scoring systems to determine which evaluation option is both valid and easy to implement. As a benchmark, the diagrams’ diameters are used, which allows statements about the quality of the maps/diagrams in general. The results show that, depending on the combination of variables that play a role in the evaluation (1, 2, 3), the quality of the influence diagram becomes measurable. However, strong differences appear in the various evaluation schemes, which can be explained by each variable’s peculiarities. Overall, the tested methodology is effective, but will need to be sharpened in the future. The results also offer starting points for future research to further deepen the path taken here. Full article

Citizen science is becoming increasingly popular as a format in environmental and sustainability education. Citizen science not only allows researchers to gather large amounts of biodiversity-related data, it also has the potential to engage the public in biodiversity research. Numerous citizen science projects have emerged that assume that participation in the project affects participants’ knowledge, attitudes, and behavior. We investigated what evidence really exists about the outcomes of biodiversity citizen science projects on the side of the individual participants. For this purpose, we conducted a systematic review of peer-reviewed research articles published up to and including 2017. We found evidence for various individual participant outcomes. The outcome reported most often was a gain in knowledge. Other outcomes, found in several articles, referred to changes in behavior or attitudes. Outcomes reported less often were new skills, increased self-efficacy and interest, and a variety of other personal outcomes. We discuss the research design and methods used in the reviewed studies und formulate specific recommendations for future research. We conclude that citizen science is a promising option for environmental and sustainability education focusing on biodiversity. Partnerships between natural and social scientists in the design and evaluation of projects would allow future biodiversity citizen science projects to utilize their full educational potential. Full article

Systems thinking is one of the skills necessary for sustainable behavior, especially regarding sustainable consumption. Students are faced with complexity and uncertainty while taking part in it and other daily life aspects. There is a need to foster their competence in this field. From a classroom point of view, the mystery method is an example for implementing education for sustainable consumption and working with complex and uncertain content. With the mystery method students construct an influence diagram, which consists of concepts and requires several skills, especially in decision-making. Using these diagrams as a form of assessment is desirable but also very difficult, because of the mentioned complexity and uncertainty that is part of the task itself. The study presented here tackles this problem by creating an expert based reference diagram that has been constructed with the help of educational data mining. The result shows that it is possible to derive such a reference even if parts remain ambiguous due to the inherent complexity. The reference may now be used to assess students’ systems thinking abilities, which will be undertaken in future research. Beside this, the reference can be used as a reflective tool in lessons, so students can compare their own content knowledge and discuss differences to the experts’ reference. Full article

Achieving competence in scientific inquiry or mastering scientific practices is an essential element of scientific literacy. Clearly, if students’ Scientific Inquiry Competence (SIC) is to be improved, a critical step is to reliably measure it and provide from this measurement feedback for teaching. Although numerous instruments were presented in literature to assess SIC, the specific potential of Rasch measurement for the integration of research assessment and individual feedback onto SIC is so far underestimated. This article presents details regarding the design and evaluation of a test instrument using an open-response format to measure students’ SIC in content-rich biology contexts at the upper secondary level. First, a set of three sub-competences (“generating hypotheses”, “designing experiments” and “analyzing data”) each composed of five competence aspects is introduced from literature to define the SIC construct. The SIC instrument was then operationalized using six open-ended partial-credit items. After pilot testing, the instrument was administered to N = 220 students (ages 15–19) before and after an inquiry-based unit on enzymes. Instrument functioning was evaluated using the Rasch Partial-Credit Model and first results towards satisfactory instrument functioning (e.g., validity and reliability) are presented. Particularly noteworthy is that the observed pattern in competence difficulty matched the pattern predicted from theoretical considerations. We demonstrate how the SIC instrument can be used for competence assessment and the evaluation of the effectiveness of learning. Full article

Global biosphere issues call for an education for sustainable consumption decisions. Enabling adolescent learners to form sustainable consumption intentions involves an understanding of underlying internal predictors. The theory of planned behavior (TPB) delivers a useful approach to this challenge. Understanding of the underlying motives behind sustainable consumption decision-making, however, requires knowledge and evaluation of three basic sustainability aspects, the generational, the coherence, and the spatial aspect. As yet, the TPB framework does not take account of those facets. In this paper, we propose an extension of the TPB that meets these shortcomings by integrating the sustainability aspects while including the concepts of sustainability knowledge and sustainability values into the existing model. Furthermore, we extended the functional range of the attitude construct to the three sustainability aspects. The objective of the present article is to introduce and discuss the adapted framework which can serve as a first step for an educational implementation of the concept of sustainable consumption. Full article